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Sharing science: characteristics of effective scientist-teacher interactions.
Despite national guidelines to reform K-12 science education, our students are not learning science any better. Conducted under the auspices of the American Association for the Advancement of Science, a symposium examined several programs where professional scientists interact with classroom teachers to improve science education. Symposium participants described their projects and discussed the factors that contribute or detract from each project's success. The events of this symposium are critically analyzed. Four themes emerged as issues that affect the successful implementation and continuation of science education reform projects: scientific literacy as a primary goal, personal characteristics and commitment of project partners, curricular change built on social and developmental goals, and the incentive/reward structures in universities and school systems. This review of the emergent themes places the opinions of the symposium participants into the larger context of a growing science education research literature to inform others about synergy between professional scientists and classroom teachers. Our aim is to help others learn about the characteristics of effective partnerships to improve science education.
Cooperative Behavior↗
Preparing elementary education majors to teach science using an inquiry-based approach: the Full Option Science System.
Science education traditionally has received insufficient attention. As a literature review shows, teacher preparation in science will be best served by improvements in pedagogy and in the content of required undergraduate science courses. The American Association for the Advancement of Science (1993, 1995) and the National Research Council (1993, 1995) have addressed this need in advocating a "science for all" that is highly significant for diverse learners. The No Child Left Behind Act emphasizes that reform of teacher preparation is part of an urgent national commitment to bring high-quality teacher candidates into the classroom. The Gallaudet University undergraduate teacher education program has developed an inquiry-based course that emphasizes integration of the sciences. Acquisition of the Full Option Science System, and its adaptation to and integration into the course, has resulted in specific curricular changes and positive results.
Child↗
Using resources of public health centers for education and professional societies to incorporate homeland security topics into public teacher continuing education.
The Department of Education, the Association of Schools of Public Health, and national professional societies dedicated to teaching and dissemination of information for health and education in the public sector can form a clearinghouse on information and manpower on Homeland Security by affiliation with Centers for Public Health Preparedness (CPHP). The state licensed or regional societies can contribute further information and guidelines. In the HPS the Science Teacher Workshop (STW) and Public Education (PEC) Committees can assist a CPHP on radiation issues.
Education, Continuing↗
Strategies for developing innovative programs in international medical education. A viewpoint from Africa.
Postgraduate medical education is an important factor in Africa's present emphasis on health care as a basis for socioeconomic development. Such education must be relevant to the realities of health problems in Africa. The priority of most African governments is training in traditional health care management and in fields related to community- and problem-based medicine. Presently, opportunities for such training exist in only seven centers throughout Africa. A model health care system, offered by most national governments, is described. This system, which includes district, provincial, and central levels of care, delivers over 80% of health services, and it is within such a system that nationals returning from postgraduate medical education abroad will function. Problems currently associated with these systems are the shortages of expertise in the areas of management, logistics, informatics, and resources mobilization, as well as the generally low literacy of the community. Africa also needs more teachers in the basic sciences, further development of biomedical research, courses in continuing education, particularly for field workers in isolated areas, short courses on investigative techniques, and goal-oriented research aimed at solving public health problems in the student's country.
Africa↗
[The pediatrician and cancer prevention. Dietetic factors and smoking].
Cancer has been associated to well-defined risk factors. Nutritional factors and tobacco are the most important causes of cancer deaths. Prevention should be based on health education. Beikost guidelines should be the early step to implement a healthy diet. American Cancer Society, US Department of Health and Human Services, and the National Academy of Sciences recommendations are analyzed. Recommendations include maintain a desirable body weight, eat a varied diet, include a variety of both vegetable and fruits, eat more high fiber foods, cutdown on total fat intake, limit consumption of alcoholic beverages, salt-cured, smoked and nitrite-cured foods. Suggestions relate to caution with food additives, increase vitamin E intake, proper selenium intake, limit artificial sweeteners, reduce coffee and cholesterol consumption, avoid cooking at high temperatures. Local diets fulfil most of the recommendations. Tobacco consume carries a higher risk of cancer arising from different locations. Pre- and postnatal exposure to tobacco smoke is harmful to health. Prevention requires the combined action of parents, teachers, health professionals, civic associations and governmental institutions.
Carcinogens, Environmental↗
[Verification for reform of the Japanese pharmaceutical education by some organizations in 60 years, after World War II].
After World War II, the Japanese pharmaceutical education system was drastically changed on the advice of the general headquarters of the American occupational army. Two universities and 18 colleges were reformed in to new universities. Graduates from pharmaceutical universities were eligible to take the national pharmacist's license examination, which was conducted by the Ministry of Health and Welfare. New pharmaceutical departments within a university could be founded provided that they conformed to stringent standards set by the Ministry of Education, covering such aspects as location, building facilities, equipment, teaching administration, number of teachers and qualifications, and curriculum. From 1949 to 1983, seven national, three public and 31 private universities with pharmaceutical departments were established. Three departments, pharmacy, manufacturing pharmacy, and biological pharmacy, are present in several pharmaceutical universities. The number of students attending university pharmaceutical departments increased from 4,000 in 1940 to 8,000 in 1983. In 1973, the Japan Pharmaceutical Association proposed a six-year pharmaceutical education system. However, the Council of Deans of in the faculty of pharmaceutical sciences at the national university and the Ministry of Education were opposed. The plans to reform pharmaceutical education were thrown into confusion from 1983 to 1990. The Six Members Council for pharmaceutical education (Rokushakon), the Ministry of Education, the Ministry of Welfare, the Japan Pharmaceutical Association, the Japan Hospital Pharmaceutical Association, the Council of Deans in the faculty of pharmaceutical sciences at the national university, and the Association of Private Pharmaceutical Universities was reformed in 1999, and then the council carried out debate into 2004. The Six Members Council arrived at an agreement that requires six years of pharmaceutical educations, including six months of the practical pharmacy expensece in a hospital pharmacy or health insurance pharmacy, in 2003. Finally in 2004, the laws for school education and the laws for becoming a pharmacist were amended in the House of Representatives and the House of Councilors. The authors expess their opinions about pharmaceutical education, pharmacists, and the pharmaceutical industry in the second decade of the 21st century.
Education, Pharmacy↗
Twenty-first century learning for teachers: helping educators bring new skills into the classroom.
The motivation behind every educator's dedication and hard work in the classroom is the knowledge that his or her teaching will result in students' success in life. Educators are committed to implementing twenty-first century skills; they have no question that students need such skills to be equipped for life beyond school. Members of the National Education Association are enthusiastic about the Partnership for 21st Century Skills framework, yet express frustration that many schools do not have adequate resources to make the necessary changes. Teaching these skills poses significant new responsibilities for schools and educators. To make it possible for teachers to build twenty-first century skills into the curriculum, physical and policy infrastructures must exist, professional development and curriculum materials must be offered, and meaningful assessments must be available. With an established understanding of what skills need to be infused into the classroom-problem solving, analysis, and com- munications-and educators' commitment to the new skill set, this chapter explores how to make such a dramatic reform happen. The author discusses existing strategies that will guide educators in infusing twenty-first century skills into traditional content areas such as math, English, geography, and science. Ultimately, public policy regarding educational standards, professional development, assessments, and physical school structures must exist to enable educators to employ twenty-first century skills, leading to student success in contemporary life. Any concern about the cost of bringing this nation's educational system up to par internationally should be offset by the price that not making twenty-first century skills a priority in the classroom will have on future economic well-being.
Achievement↗
Clinical teaching and learning in midwifery and women's health.
Although there is an abundance of literature about clinical teaching in the health professions, a much smaller body of information focuses on the art and science of clinical teaching in midwifery and women's health. We reviewed preceptor handbooks, training manuals, and Web sites created by nursing and nurse-midwifery education programs, medical and pharmacy schools, and national associations of health professionals. Using the search terms "clinical teaching, clinical learning, preceptor, clerkship, residency training, and midwifery education", we searched the MEDLINE and CINAHL databases and health sciences libraries for relevant articles and books. The information and practical strategies about clinical teaching that we found are synthesized and presented in this article. It includes a discussion of challenges in clinical teaching; an overview of expectations and responsibilities of the education program, students, and preceptors; suggestions about orienting students to clinical sites; clinical teaching strategies and skills; suggestions for incorporating critical thinking and evidence-based care into clinical teaching; guidelines for giving constructive feedback and evaluation; characteristics of excellent clinical teachers; and suggestions about how education programs and professional associations can support and develop clinical sites and preceptors. The Appendix contains manuals, books, and Web sites devoted to clinical teaching.
Clinical Competence↗
NIEHS/AACR Task Force on the Advancement of Minorities in Science: Vision for a Model Program.
The National Institute of Environmental Health Sciences/National Institutes of Health and the American Association for Cancer Research initiated the "NIEHS/AACR Task Force on the Advancement of Minorities in Science" to address the issues of recruitment, participation, retention, and advancement of historically underrepresented minorities in the biomedical sciences. The goal of the Task Force was to establish a model program, national in scope and significance, to increase the number of historically underrepresented minorities who earn a doctorate and excel professionally in the biomedical sciences. To this end, the model program will: seek to promote systemic change in educational institutions from precollege through graduate school; introduce effective models of diversity training for faculty and students from precollege through university; promote collaborative learning, leadership skills, and team building in science; focus on the professional development of teachers; depend on the commitment and collaboration of financial and philosophical partners for its implementation. This document represents the vision for the model program, developed by an eight-member subcommittee charged with representing and documenting the concerns and opinions of the Task Force as a whole.
Education↗
Evolution of a partnership to improve K-16 science education.
This article grew out of a presentation at the 82nd Annual Meeting of the American Association for the Advancement of Science Pacific Division in Irvine, California in June 2001. The symposium "Sharing Science: Successful Scientist Expert-Teacher Practitioner Interactions" was organized by Drs. Nancy J. Pelaez and Barbara L. Gonzalez of California State University at Fullerton. Goodman's presentation was entitled "The Team Approach to Outreach Activities for K-12 Teachers in a Large, Rural State." This personal view report describes the development and evolution of educational outreach programs at the University of South Dakota School of Medicine (USDSM) and the support provided by the administration. The number and strength of the programs at USDSM have grown in direct proportion to the commitment that the institution has been willing to make to faculty members with interests in science education. Currently, USDSM has three Basic Science faculty members who spend significant effort working with K-12 students and teachers and who have been called upon nationally as consultants and reviewers for similar programs.
Community-Institutional Relations↗
Comparative ratings of printed nutrition materials developed by industry and government producers.
The question of the appropriateness of using materials developed by industry in the nation's classrooms has been raised by educators for many years. The purpose of this study was to investigate the quality of supplemental, printed nutrition materials developed by the food industry, food industry associations, and government agencies for the classroom. The quality of the materials was rated by three rater types: (1) classroom teachers; (2) curriculum specialists; and (3) nutrition specialists. Because the ratings were so varied, it was not possible to make a recommendation as to the overall appropriateness of using sponsored materials in the classroom. Some materials were rated very high; others were not so well reviewed. Educators need to review each item for its quality and appropriateness.
Curriculum↗
Educational attainments in early adolescence of infants who required major neonatal surgery.
PURPOSE: The aim of this study was to assess long-term educational attainment in adolescence of former infants who required major neonatal surgery. METHODS: The study is an extension of a prospective longitudinal study begun in 1983 on 30 full-term newborns requiring major neonatal surgery, a matched healthy control group, and full-term infants requiring neonatal intensive care for medical reasons. Educational attainment levels were obtained from the results of compulsory national curriculum examinations taken at age 11 years in 3 core academic subjects, English, Mathematics, and Science and teachers' assessments of current academic performance. Additionally, follow-up data on health were obtained from family general practitioners and parents. RESULTS: Seventy percent of the original surgical group, 48% of the original control group, and 77% of the original medical group underwent follow-up. The participants were aged between 11 and 13 years. After adjustment for social factors (gender, social group, and mother's age), the surgical group was significantly behind on all measures of educational attainment (English, P < .0005; Mathematics, P < .02; Science, P < .0005; academic performance, P = .004), compared with the control group and medical group who did not differ from each other. Independent predictors of outcome were mechanical ventilation for >or=4 days in the neonatal period and behavior problems at 3 years. At 12 months of age, independent predictors of cognitive functioning were length of hospitalization and, at 3 years of age, the number of operative procedures. Mechanical ventilation was not significantly associated with cognitive functioning at previous stages of the study. CONCLUSIONS: These results show that, in early adolescence, children who required major neonatal surgery were performing less well academically compared with their peers. This information can be used to increase awareness of the difficulties these children may experience during childhood so that intervention can be directed appropriately, thereby lessening the risk of later educational problems. J Pediatr Surg 36:858-862.
Achievement↗
Anatomy: a must for teaching the next generation.
Teaching anatomy to both undergraduate medical students and medical graduates is in the midst of a downward spiral. The traditional anatomy education based on topographical structural anatomy taught by didactic lectures and complete dissection of the body with personal tuition, has been replaced by a multiple range of special study modules, problem-based workshops, computers, plastic models and many other teaching tools. In some centres, dissected cadaver-based anatomy is no longer taught. Changing the undergraduate medical curriculum in the UK has taken place without any research into the key aspects of knowledge necessary or comparing methods of teaching. There is no agreement on a common national core curriculum and as a result, numerous new curricula have been introduced. No external audit or validation is carried out, so medical schools have been free to teach and assess their own work themselves. There is a great divergence in medical schools across the UK and Ireland in teaching medicine in general and anatomy in particular. Published data on the impact of these changes is scant. The reduction in undergraduate teaching and knowledge of anatomy has caused great concern, not only for undergraduates but also to postgraduate students, especially in surgery. This, together with a change in basic surgical training, a marked reduction in demonstrator posts and a change in examination standards, has set up a system that is allowing young men and women with a poor knowledge of anatomy to become surgeons. There should be a full public debate at every level; the Royal Colleges, specialist associations, the Universities, Government, both health and education. This debate should highlight areas of concern, explore in depth and define a minimal core curriculum for anatomy. Teaching must be enhanced with a critical look at both teachers and methods. The dominance of research must be reassessed to establish an equitable cohabitation with teaching. The place of basic science, especially anatomy in basic surgical teaching, must be examined. A thorough knowledge of anatomy should be required in the new MRCS-UK. This should be mandatory as a preliminary to higher surgical training. The teaching of anatomy in surgical specialities must be improved. Does the dissecting room still have a place in educating our under- and postgraduate students? Yes--a sound knowledge of anatomy is essential if the medical practitioner is going to accurately define and successfully treat the problem presented by the patient. The dissected cadaver remains the most powerful means of presenting and learning anatomy as a dynamic basis for solving problems. The cadaver must not be dismissed as obsolete. Dissection has survived the most rigorous test of pedagological fitness--the test of time. The student--cadaver--patient encounter is paramount in medical education.
Anatomy↗
The Popeye principle: selling child health in the first nutrition crisis.
The cartoon character Popeye the Sailor was capable of superhuman feats of strength after eating a can of spinach. Popeye ate spinach because the association of spinach with strength was a product of the first national nutrition crisis in the United States: the 1920s fight against child malnutrition. Spanning the first three decades of the twentieth century, the malnutrition crisis arose from the confluence of many different events including the invention of nutrition science and new standards for height and weight; international food crises created by world war; the rise of consumerism, advertising, and new forms of mass media; and Progressive reformers' conviction that education was a key component of any solution. The history of the malnutrition crisis presented in this essay synthesizes disparate histories concerning advertising, public health, education, consumerism, philanthropy, and Progressive Era reform with original analysis of a major nutrition education program sponsored by the Commonwealth Fund in the 1920s. Because the character of Popeye came to embody one of the nutritional norms advocated in the 1920s, I refer to the influence of culturally constructed social norms on children's beliefs about health and nutrition as the Popeye Principle. The history of the malnutrition crisis demonstrates the importance of understanding the cultural and economic conditions surrounding childhood nutrition, the use and influence of numerical norms, and the mutually reinforcing influences on children's nutritional norms from their parents, peers, teachers, and culture.
Cartoons as Topic↗
[Lifetime achievements of Ljubodrag T. Mihailović. 1926-1974].
Ljubodrag-Buba Mihailovitsh was born on 27th February 1926 in Kosovska Mitrovica in an esteemed teacher's family. He finished the elementary school in Kosovska Mitrovica and the secondary shool in Belgrade. From 1941 to 1945 he was in a concentration camp, but at the end of the war he was a fighter in the national-liberation army. He was holder of the Partizan Commemorative Medal 1941. Lj. Mihailovitsh entered the University School of Medicine in Belgrade in 1945/46 and finished the studies in 1951. During the studies he was one of the highly esteemed students and social-political workers. He was appointed physician at the Institute of Pathologic Physiology of the University School of Medicine in Belgrade in January 1952 where he started his research-work managed by professor Shahovitsh. At that time he spent half of his working hours at the Department of Neuro-psychiatry of the University School of Medicine in Belgrade managed by professor V. Vujitsh where he completed his knowledge in clinical neurology. In 1954 he was elected assistant lecturer, in 1958 senior lecturer, in 1964 associate professor, and in this rank he died. His remarkable working capability and brilliant intelligence became evident soon after the beginning of his duties at the Institute of Pathologic Physiology of the University School of Medine in Belgrade. In 1954 he went to Yale University in the USA for advanced, specialized training in the field of nerophysiology and neropathophysiology in the laboratory of professor P.J. Fulton. After return to the country in 1956 he became one of the leading research-workers, pedagogues and intellectuals. For his research-work in the field of pathologic physiology of epilepsy he got the Seventh July Award. On 21st March 1974 he was elected a corresponding member of the Serbian Academy of Science and Arts. The interest of professor Lj. Mihailovitsh was directed to several medical fields and therefore he became an eminent personality well known in the country and worldwide. He published 120 articles of which 365 are cited in scientific literature even today. The contribution of professor Mihailovitsh to the education of scientific personnel is great. In short, professor Ljubodrag-Buba Mihailovitsh is one of the first ambassadors of Serbian neurophysiology. He succeeded not only in mastering the science in early youth, but also to contribute to its development.
Biochemistry↗
Teaching dermatology to medical students: a survey of current practice in the U.K.
BACKGROUND: In 1993, the General Medical Council recommended that all medical schools should revise their curricula for undergraduate medical education and foster more interdisciplinary collaboration in teaching. In accordance with these recommendations, new curricula have been introduced in U.K. medical schools. OBJECTIVES: To assess the impact of changes in medical curricula on the teaching of dermatology to medical undergraduates. METHODS: A questionnaire was sent to the dermatologists responsible for organizing the teaching of undergraduate dermatology in each of the 24 medical schools in England, Scotland, Wales and Northern Ireland. RESULTS: Replies were received from all schools. Nineteen of the 24 schools had already introduced integrated curricula and the others were changing more slowly. Some dermatology was included in the core curriculum in all schools. Dermatologists in 14 schools contributed to the teaching of basic science and students in 18 schools were able in years 1 and 2 to see patients in primary care (14) and/or the hospital (13). In nine of these schools, students could meet dermatology patients in these early clinical sessions. Nine schools used some problem-based learning (PBL) in addition to other teaching methods, but PBL predominated in four schools and in two of these schools most students never met a dermatologist. Dermatology was a compulsory clinical attachment in 21 schools, but the length of attachments varied and was less than 5 days in four schools. Students had to pass a dermatology assessment at the end of the clinical attachment in 14 schools and there was assessment of knowledge of dermatology in final examinations in all schools. Students had an early opportunity to explore a dermatology topic in depth in 17 schools, and 20 schools offered or were planning to introduce special study modules in dermatology. Interdisciplinary teaching links were common. Resources for out-patient teaching were inadequate in 16 schools and university support poor in 10 schools. Few departments had direct access to the considerable health service funding that is paid to National Health Service Trusts to reimburse the costs of teaching medical students. CONCLUSIONS: In general, dermatology has maintained a reasonable profile in the new undergraduate curricula, but dermatology experience is inadequate in four schools. Dermatologists should maximize opportunities for introducing dermatology into the curriculum by familiarizing themselves with the forces that are driving curriculum reform, participating in curriculum development, keeping abreast of changes in medical education and using opportunities for interdisciplinary teaching.
Curriculum↗